Power, Pedagogy, and Algorithms: An Exploratory Study of EAP Instructors' Critical Engagement with Generative AI

This qualitative exploratory study examines how nine English for Academic Purposes (EAP) instructors at post-secondary institutions in Ontario, Canada, are engaging with the growing presence of Generative Artificial Intelligence (GenAI) in academic writing instruction. Using a qualitative case study approach, researchers conducted semi-structured interviews with EAP instructors to explore their perceptions, practices, and the institutional and ideological factors influencing GenAI adoption. Data were analyzed using reflexive thematic analysis to ensure rigorous interpretation of participant experiences. The analysis was informed by the PICRAT model, the Unified Theory of Acceptance and Use of Technology (UTAUT), and critical pedagogy. The findings revealed a wide range of engagement levels that were influenced by factors such as pedagogical viability, institutional policy, job precarity, and ethical concerns. Instructors primarily used GenAI to enhance existing pedagogical approaches while developing students' critical literacy. Key concerns addressed by participants included risks to intellectual authenticity, diminished critical thinking, and the marginalization of multilingual learners. Institutional barriers such as unclear policies and limited professional development opportunities were found to hinder meaningful integration. While GenAI was often viewed as a useful supplement, participants emphasized the need for pedagogically sound, student-centered implementation that protects human intellectual agency. This research addresses a critical gap in understanding GenAI integration specifically within Canadian EAP contexts. The study offers practical recommendations for developing comprehensive institutional policies, designing targeted professional development programs, and creating pedagogical frameworks that balance technological integration with critical thinking development. Findings are context-specific to Ontario institutions and warrant investigation across diverse educational settings. This study contributes to ongoing discussions about responsible AI integration in higher education and underscores the importance of addressing broader issues of equity and the educational purpose of GenAI in EAP instruction.